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Barriers to Web 2.0  transfer [email_address] Learning Sciences Research Institute University of Notingham
John Cummings Tony Fisher Rebecca Graber Colin Harrison Cathy Lewin Kit Logan Rose Luckin
Shared PC access at home Sole owner Shared & owned
Percent of KS3-4 pupils using service in past 24 hours
 
“ Here are some ways that people think we could make more use of  computers in school work.  Which of these do you think a...
<ul><li>What’s really popular on the internet right now? </li></ul><ul><li>Why do you like doing those particular things? ...
Collaboration Inquiry Publication Literacy
Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus ...
Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus ...
Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus ...
Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus ...
Collaboration Implicit model: Independent  research that then might be shared/integrated But… concern for potential redund...
Inquiry Dominant practice: Google keyword search and BBC But… concern for diversity of voice, uncertainty of authority, la...
Publication Dominant practice: Blog or forum posting But… concern for visibility, evaluation, permanence Let's put it this...
Literacy Dominant practice: Video, image, animation But… perception as inherently recreational Informal literacies: versat...
Informal/formal tensions Web2 themes Collaboration Meandering ‘co-ordinations’ / Goal defined ‘episodes’ Cumulating perspe...
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Charles crook

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SoMobNet talk 21 Nov

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Transcript of "Charles crook"

  1. 1. Barriers to Web 2.0 transfer [email_address] Learning Sciences Research Institute University of Notingham
  2. 2. John Cummings Tony Fisher Rebecca Graber Colin Harrison Cathy Lewin Kit Logan Rose Luckin
  3. 3. Shared PC access at home Sole owner Shared & owned
  4. 4. Percent of KS3-4 pupils using service in past 24 hours
  5. 6. “ Here are some ways that people think we could make more use of computers in school work. Which of these do you think are important to use more in class?” % agree/strongly endorse
  6. 7. <ul><li>What’s really popular on the internet right now? </li></ul><ul><li>Why do you like doing those particular things? </li></ul><ul><li>Can you think of examples of clever things that others here have done on the web? </li></ul><ul><li>Can you think of people having had bad experiences on the web? </li></ul><ul><li>Do you know people who keep blogs? </li></ul><ul><li>What do you think of social networking sites? </li></ul><ul><li>Does the web help you with your homework? </li></ul><ul><li>Do you think you learn things on the web – apart from school work? </li></ul><ul><li>Should the web be used more in school? </li></ul>
  7. 8. Collaboration Inquiry Publication Literacy
  8. 9. Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it </li></ul><ul><li>- willing to participate in loose co-ordinations </li></ul>Inquiry Publication Literacy
  9. 10. Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it </li></ul><ul><li>- willing to participate in loose co-ordinations </li></ul>Inquiry <ul><li>In a universal (browser) space of multiple voices </li></ul><ul><li>information in widely varying representational formats </li></ul><ul><li>interrogation through tagged search </li></ul>Publication Literacy
  10. 11. Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it </li></ul><ul><li>- willing to participate in loose co-ordinations </li></ul>Inquiry <ul><li>In a universal (browser) space of multiple voices </li></ul><ul><li>information in widely varying representational formats </li></ul><ul><li>interrogation through tagged search </li></ul>Publication <ul><li>Recognise open arena for democratising access to views </li></ul><ul><li>publication can attract commentary </li></ul>Literacy
  11. 12. Web 2.0: New communicative themes Collaboration <ul><li>recognise the socially-distributed nature of knowledge - and thus the potential for socially constructing it </li></ul><ul><li>- willing to participate in loose co-ordinations </li></ul>Inquiry <ul><li>In a universal (browser) space of multiple voices </li></ul><ul><li>information in widely varying representational formats </li></ul><ul><li>interrogation through tagged search </li></ul>Publication <ul><li>Recognise open arena for democratising access to views </li></ul><ul><li>publication can attract commentary </li></ul>Literacy <ul><li>recognition of representational richness and choice </li></ul><ul><li>cultivating expressiveness beyond text </li></ul>
  12. 13. Collaboration Implicit model: Independent research that then might be shared/integrated But… concern for potential redundancy, inefficiency: I don’t think they’re [internet tools] realistic for group work because if like everyone has to find some information then you’ll all come up with different things. Because if everyone’s looked at different websites then you’re all going to get different things. Or, in Google, when you type in someone’s name and you get the same thing, everyone’s going to get the same information and then it’s just going to be a waste Informal collaboration: unbounded conversational constructions formal collaboration: circumscribed, (assessed?) projects to deadlines
  13. 14. Inquiry Dominant practice: Google keyword search and BBC But… concern for diversity of voice, uncertainty of authority, lack of scaffolding: I would prefer to read it in a book because its more believable isn’t it? On the internet anybody can say anything So if you like went in to search for something about Anne Frank then it will tell you a load of other stuff which you don’t really want to know like it will cover all these different options but it wouldn’t actually have the facts that you were looking for on there Informal inquiry: improvised, unsystematic formal inquiry: abstracting, taxonomic, documented for sharing
  14. 15. Publication Dominant practice: Blog or forum posting But… concern for visibility, evaluation, permanence Let's put it this way. Some people that I know if they walked in the library they'd never hear the end of it. [On a school blog] eople would be taking the mick out of them Like, you get judged on that. If you write a really rubbish thing because you’re having a really bad day and just don’t know the topic, and then someone can look at that, they’d think ‘Oh gosh, this girl’s stupid’ or something Informal publication: Identity and audience controlled formal publication: Visible and judged
  15. 16. Literacy Dominant practice: Video, image, animation But… perception as inherently recreational Informal literacies: versatile and varied, consumption emphasis formal literacies: dominated by text, production emphasis
  16. 17. Informal/formal tensions Web2 themes Collaboration Meandering ‘co-ordinations’ / Goal defined ‘episodes’ Cumulating perspective / Negotiated consensus Inquiry Fragmented assemblies / Integrated schema Narrative structures / Taxonomic structures Undocumented / Documented & authorised Publication In personal communities / in institutions Conversational postings / Project formats Culture of camaraderie / culture of assessment Literacy multi-modality orientation / text and oracy orientation Consumption emphasis / Production emphasis
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